## heart recording sheet.pdf - Section 2: The Heart Problem

# Heartfelt Arrays

Lesson 3 of 6

## Objective: SWBAT use the number of students at their table to create an array and provide an equal number of hearts for each student.

## Big Idea: Is there a way to make sure everyone gets the same amount of something? How about the classic array?

*45 minutes*

#### Warm Up

*10 min*

Today I begin with a quick repeated addition practice. I want to build automaticity with math facts and repeated addition, so I present a series of math problems verbally. I say each problem twice, wait only about 60 seconds and then say the next problem. After 5 problems, we check our answers and students can see how well they did.

Problems: 3 + 3 + 3 =

5 + 5 + 5 + 5 =

7 + 7 + 7 =

2 + 2 + 2 + 2 + 2 + 2 + 2 =

6 + 6 + 6 =

I am hoping here that students will use their doubles facts and then count on, or count by 5, or 2 to solve the problem. I know that students don't have time to build arrays for these in this quick practice, but we can draw the arrays as we check our work to use them as a tool for helping us to see if we were correct.

*expand content*

#### The Heart Problem

*15 min*

I have previously put a number of different sized hearts in baggies, one bag for each child. I have made sure that the hearts in the bag is a multiple of the number of students at the table, i.e. if there were 4 children at the table, I would put 8, 12 or 16 hearts in a bag. Each child at the table received a bag with a different number of hearts in it. I ask them to estimate how many hearts are in the bag, and how many they think they will be able to give each person at their table, if they are giving everyone the same amount. I ask them to turn and tell a friend their estimates.

I ask them to first count the number of people at their table and record it on the recording sheet.heart recording sheet.pdf Next they are to count the number of hearts they have in their bag and record the number. Now I ask the students to build an array with the hearts, by setting up the same number of rows as there are students at the table.

Students work to create the arrays at their table. When the arrays are built, I ask students to look at the array and determine how many hearts they can give to each child at their table. Students write a repeated addition sentence to represent the array that they have built.

Students record their answers and then pass the hearts out among the students at their tables. Now each child has a variety of different sized hearts to use in an art project. I ask for a show of hands for how many students estimated within 5 hearts the number in their bags and/ or the number of hearts they would give each friend?

(For me this lesson is at Valentine's time so their art project is creating a Valentine's bag to hold their Valentines. This lesson could be done with any variety of shapes, and then the shapes can be used in an art project. The goal of the lesson is for students to build the array and then use it to determine how many of their object can be shared among the students at their table.)

*expand content*

#### Art Project

*20 min*

Students use the many types of hearts they have collected at their tables to create Valentine's bags. They can use their creativity to decorate their bags with the hearts they collected.

I might also suggest to students who have quickly sorted their hearts into arrays, that they find the total number of hearts at their table.

*expand content*

##### Similar Lessons

###### Building Arrays

*Favorites(14)*

*Resources(16)*

Environment: Urban

- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work